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# Creating a Logic Model Lesson 1: Introduction

Creating a Logic Model Lesson 1: Introduction. Instructor: Bess A. Rose. Before We Begin. Complete the Survey of Attitudes About Logic Models

## Creating a Logic Model Lesson 1: Introduction

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1. Creating a Logic Model Lesson 1: Introduction Instructor: Bess A. Rose

2. Before We Begin • Complete the Survey of Attitudes About Logic Models • For your identification code, use any10-digit number that is easy for you to remember and no other class participant would use – for example, your home or cell phone number.

3. Photograph by Quentin Bacon Gourmet Magazine, Dec. 1999 http://www.gourmet.com/recipes/1990s/1999/12/minibrownies

4. Overview of Course • Goal: Participants will be able to describe the logic of how their program is supposed to work, using a logic model diagram. • The course web site is http://home.comcast.net/~barose1/RoseSolutions/PD/LogicModels/LogicModels.html • Participants will also contribute to the formative and summative evaluation. Please sign the Consent Form.

5. Lesson 1 Objective • Given a logic model diagram, participants will identify the 4 components of a logic model with 100% accuracy.

6. What are the components of a recipe? Mini Brownie CupcakesMakes about 72 mini-cupcakes Active time:25 min Start to finish:1 1/2 hr December 1999 Name and info What goes in and how to do it Vegetable-oil cooking spray 4 sticks unsalted butter, cut into pieces 8 oz unsweetened chocolate, chopped 1 3/4 cups all-purpose flour 1/2 cup unsweetened cocoa powder (preferably Dutch-process) 1/2 teaspoon salt 3 3/4 cups granulated sugar 8 large eggs Confectioners sugar (optional) Special equipment: mini-muffin tins and about 72 (1- by 1-inch) waxed paper liners Preheat oven to 350ºF and line mini-muffin tins with liners. Spray liners with cooking spray. Melt butter and chocolate in a 4-quart heavy pot over moderately low heat, stirring until smooth. Whisk together flour, cocoa, and salt. Remove pan from heat and whisk in granulated sugar. Add eggs, 1 at a time, whisking after each addition until incorporated, and stir in flour mixture just until blended. Spoon batter into muffin liners, filling cups to top, and bake in middle of oven 25 to 30 minutes, or until a tester comes out with crumbs adhering. Cool 5 minutes in tins and turn out onto racks. Repeat with remaining batter. Dust with confectioners sugar if desired. Cooks' note: Cupcakes may be made 2 days ahead and kept in an airtight container at room temperature. What comes out We used waxed candy/muffin liners for these cupcakes, which kept them from sticking and helped them develop attractive domed tops. (Spraying your muffin tins will keep them from sticking but tends to result in flat-topped cupcakes.) The liners are available by mail order from Sweet Celebrations, (800) 328-6722. They are not always well labeled; ask for item #601524 (red) or #502332 (white with gold). Photograph by Quentin Bacon Gourmet Magazine, Dec. 1999 http://www.gourmet.com/recipes/1990s/1999/12/minibrownies

7. What is a logic model? • A “recipe” for success! • Explains how a program is supposed to work • Like a recipe, it has several key components • What components do you see in the 2 sample logic models?

8. Sample Logic ModelThe You and Your Toddler Parenting Series The You and Your Toddler Parenting Series is offered throughout the Kennogaugh Falls Region for parents of children two to four years of age, especially those parents with a high school education or less. The series consists of six two-hour sessions facilitated by a public health nurse. Discussions include topics such as: • taking care of a sick child; • preparing healthy, balanced meals; • communicating effectively; • setting limits; • talking sexuality with toddlers; • balancing work and family life; and • building self-esteem in toddlers. The sessions are offered at a variety of times and places throughout the week and are held in churches and community centres throughout the region in order to be available to as many parents as possible. Sessions are offered in English and French. The series aims to: • increase parents’ knowledge about and skills in caring for their young child; • inform parents about community resources; and • help parents build an informal support network with other parents in the group. Ultimately it is hoped that this program will increase the number of parents able to adopt healthy parenting behaviours in order to increase the number of children able to attain their optimal level of physical, mental, emotional and social development. From the University of Maine Cooperative Extension, http://www.umext.maine.edu/POW

9. Sample Logic ModelThe Self-Directed Learning Center From the KDK Harman Foundation, http://www.kdk-harman.org

10. Our logic model template • For this course, we’ll use a simplified template with only 4 components: • Program name and info • Inputs • Outcomes • Relationship

11. Can you identify the 4 components?

12. six two-hour sessions facilitated by a public health nurse

13. six two-hour sessions facilitated by a public health nurse

14. sessions are offered in English and French

15. sessions are offered in English and French

16. increase parents’ knowledge about and skills in caring for their young child

17. increase parents’ knowledge about and skills in caring for their young child

18. inform parents about community resources

19. inform parents about community resources

20. In one sample logic model, this was presented as an outcome (“the series aims to…”) but really it’s an input – because it describes an activity of the program or what program staff will do • inform parents about community resources

21. parents can identify community resources

22. parents can identify community resources

23. This would be an outcome – because it describes what participants (parents) will be able to do as a result of the program • parents can identify community resources

24. help parents build an informal support network with other parents in the group

25. help parents build an informal support network with other parents in the group

26. This is also an input – because it describes an activity of the program or what program staff will do • help parents build an informal support network with other parents in the group

27. parents know the name and phone number of at least one other parent in the group

28. parents know the name and phone number of at least one other parent in the group

29. This would be an outcome – because it describes what participants (parents) will know as a result of the program • parents know the name and phone number of at least one other parent in the group

30. Free articles and other publications on the Web

31. Free articles and other publications on the Web

32. Self-directed learners

33. Self-directed learners

34. In one sample logic model, this was identified as an input (participants must be self-directed learners in order to participate). Be careful! What might be an input in one program could be an output in another. • Self-directed learners

35. Provide free, on-line training program: Basic Life Skills

36. Provide free, on-line training program: Basic Life Skills

37. strong basic life skills for learner

38. strong basic life skills for learner

39. high school diploma for graduates

40. high school diploma for graduates

41. enhanced publicity and public relations for SDLC

42. enhanced publicity and public relations for SDLC

43. One sample logic model identified this as an outcome – it is a good example of outcomes that are not necessarily participant-related. • enhanced publicity and public relations for SDLC

44. The program is based on principles of adult learning and targets the identified needs of the learners

45. The program is based on principles of adult learning and targets the identified needs of the learners

46. Notice that the sample logic models did not provide an explicit explanation of how or why the inputs lead to the outcomes. This is one potential relationship statement. • The program is based on principles of adult learning and targets the identified needs of the learners

47. Extension Activities • (1) Keep an eye out for logic models of educational programs and upload them to DocuShare. • (2) Reflect in your journal about how learning about logic models might be useful in your professional life. Share your reflections in the Lesson 1 Discussion online.

48. Next Session • Lesson 2: Locating Appropriate Resources for Identified Educational Programs • Wednesday, July 1 • 1:00 – 2:00 p.m. • Room 839 – Computer Training Room

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